February 13, 2018

Happy Everything Day!

On Tuesday, we celebrated both Valentine's day AND the 100th day of school! We had so much fun!  

We exchanged cards and treats in the morning, shared the story behind our 100th day of school shirts (it's the last year Mrs. M is doing this, so that made it extra special!) and searched like mad for 100 hearts hidden in the classroom. Could we find all 100 in 100 seconds? Sadly, we could not, but that's okay, we'll try again another time!  We'll fine tune our detective skills and perhaps even work on some sprints down in the gym! LOL!  

In the afternoon, we switched gears and celebrated all things related to the 100th day of school. Instead of "Minute to win-it" games, we changed the rule to 100 seconds and boy, the tension was high and the laughs were loud!  

Thank you all the parents and families for your support of our 100th day of school t-shirt project. I know it was a lot of extra work.  If you were a fly on the wall this morning, you would have been so proud of your chickadee as they shared all the time and love that went into making the shirts.  I'm so grateful to have such a supportive group behind the children in my class.  

What's F.A.C.E?

You may recall we spent the first 20 or so days talking about the habits of good readers. 

February/March is a good time of year to revisit the basics and make sure we're all on track.  "FACE" really helps students understand what we mean when we talk about "What good readers do/look like".

We'll talk about what "FACE" means this week as part of morning message and we'll continue this discussion into next week as well.  

Fluency means our reading sounds smooth, kind of like the way people talk. 
Accuracy means we can read all the words correctly. 
Comprehension means we understand what we read.
Expand my vocabulary means we use the words from our reading in our day-to-day conversations and writing. 

For fun over the next few weeks, we're going to read pretend announcements as part of our Morning Message in order to practice FACE. 

February 07, 2018

Put a little love in your heart!

Recently, we've been talking and reading about vulnerable members of our community and how we can support them.  After talking about the meaning of the word "vulnerable person", we put our heads together and brainstormed.  We came up with quite a list.  

After that, students began a writing piece about which vulnerable group they were especially passionate about and how they could support them better.  The results were very touching.  

Students are either finished or near-finished their paragraphs and they're wonderful.  I am so proud of my class. I think this is their finest work yet.  They were charged with not only writing a paragraph with key content information, but they also had to implement feedback from earlier tasks and pay attention to conventions.  This is a "complete package", if you will. I'm going to display their work in our room for a week or two and then I'll send it home to be shared with families.  

Circle Graphs

We learned all about circle graphs last week. Here are the big ideas that were covered: 

  • unless you know how many people were surveyed, it is very hard to provide specific numbers when interpreting the data on a (grade three) circle graph 
  • we reviewed fractions by talking about 1/2 and 1/4 
  • for the most part, circle graphs rely on percentages, something the boys and girls will learn in later years
  • when given the option of interpreting data from both a bar graph or a circle graph, a bar graph will be more accurate (at this grade level)
  • Don't get fooled!  If a test question asks you "How many kids voted for chocolate chip?" and you don't know how many people participated in the survey, it's impossible to provide specific numbers. 
  • We rely on fractions such as 1/4 or 1/2 or even phrases such as "a very small amount" or "the least amount".  


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